Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction-Reference-Cited by-同舟云学术

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

Published:2024-05-08 Issue: Volume: Page:1-30
ISSN:1946-3014
Container-title:Classroom Discourse
language:en
Short-container-title:Classroom Discourse

Author:

Sert Olcay¹^ORCID,Gynne Annaliina¹^ORCID,Larsson Maria¹^ORCID

Affiliation:

1. School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden

Funder

Mälardalens kompetenscentrum för lärande

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/19463014.2024.2337184

Reference97 articles.

1. Agar, M. 1994. Language Shock: Understanding the Culture of Conversation. New York: William Morrow.

2. Agar M. M. R. Agar W.-K. Soo T. To and J. L. Phillips. 2006. “An Ethnography by Any Other name… Forum Qualitative Sozialforschung/Forum: Qualitative Social Research.” 7 (4): 616–627. Accessed May 19 2021. http://www.qualitative-research.net/fqs.

3. The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language

4. Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners

5. Sequential organization of hinting in online task-oriented L2 interaction

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1. The practical nature of L2 teaching: a conversation analytic perspective The practical nature of L2 teaching: a conversation analytic perspective , by Joan Kelly Hall, Yingliang He, and Su Yin Khor, New York, Routledge, 2024, x + 310 pp., £34.99/$44.99 (paperback), ISBN: 9781032235103;Classroom Discourse;2024-04-04